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Extra info for An Introduction to Critical Discourse Analysis in Education
A child’s language is not lesser because that child speaks a so-called nonstandard dialect. These claims are not politically contentious in modern linguistics, they are simply empirical. At the same time, a good deal of educational research is devoted to showing the social and political advantages middle-class children gain from bringing a dialect close to the standard to school, thanks to the fact that schools value these dialects more positively and build on them more adeptly. , a TLFeBOOK 2.
Most linguists, at least in the United States, believe that this process of native language acquisition is partly under biological control (Chomsky, 1986, 1995; Pinker, 1994). That is, for human beings, language is akin to an instinct (like the instinctual knowledge some bird species have TLFeBOOK 22 GEE of how to build their species-specific nest or sing their species-specific song). , English or Russian), the child builds a language out of those resources that, although superficially different from other languages, is, at a level of basic design features, fundamentally the same as all other languages.
Another interpretation of the “critical” in CDA is an attempt to describe, interpret, and explain the relationship between the form and function of language. The form of language, as expanded on in a later section, consists of grammar, morphology, semantics, syntax, and pragmatics. The function of language includes how people use language in different situations to achieve an outcome. Critical discourse analysts believe there is a relationship between the form and function of language. Further, they start with the assumption that certain networks of form–function relationships are valued in society more than others.